St Mary’s RC High School Review 2026: Catholic secondary with a strong GCSE profile and a distinctive house culture

Set in Lugwardine on the edge of Hereford, this is a Catholic 11–16 that combines high expectations with a clearly articulated faith identity. The school was founded in 1861 by the Daughters of Charity of St Vincent de Paul, and moved to its current Lugwardine site in 1954, giving it deep roots in the county’s Catholic community.

Leadership is stable. Stuart Wetson is headteacher and describes the role as both personal and professional, as a former pupil and parent as well as the school’s head. The latest inspection (10–11 December 2024, published 22 January 2025) confirmed the school has maintained the standards identified at the previous inspection.

Academically, the school sits above England average on FindMySchool’s GCSE measures. It is also a popular choice. For September 2026 entry, the Planned Admission Number is 150 and applications are made through Herefordshire’s coordinated admissions process alongside a school supplementary form.

This is a school that leans into Catholic life as something lived, not merely referenced. The mission statement frames education as service to Catholic communities across Herefordshire, with an explicit emphasis on Gospel values and on developing pupils across spiritual, moral, emotional, social, physical and intellectual dimensions. That intent shows up in everyday structures. The chapel is positioned as the heart of the school, described as a place of sanctuary and encounter, with whole school Masses at key points in the year and house Masses linked to each house’s patron saint.

The school also signals, clearly and consistently, that it welcomes families beyond the Catholic community. Its published Catholic life statement explicitly welcomes pupils of all faiths and those with no faith background, while still placing the life and teachings of Jesus Christ at the foundation of the school’s work. For families who want a faith-led environment without an assumption that every pupil shares the same starting point, that clarity is helpful.

The house system is a central part of identity and belonging here. Pupils are assigned to one of five houses in the summer term of Year 6 and remain in that house through Year 11. The houses are DePaul, Laboure, Marillac, Thouret and Virgo, each with a colour identity. The school also runs structured house events, including an Inter House Games Day and a separate Eisteddfod described as a large talent competition that is unique and special to the school. This is more than decoration. It is a deliberate framework for participation, recognition, and routine community moments.

Behaviour expectations are explicit. The inspection report links the school’s behaviour culture to its values and to the “four Ps”: punctual, polite, prepared, productive. That kind of shared language can be very effective in an 11–16 setting, particularly for pupils who benefit from clear, repeatable cues about what success looks like in corridors, classrooms, and transitions.

Leadership and governance appear to have a strategic focus. The inspection references close partnerships with the diocese and the Heart of Mercia Trust, and notes a governing body with relevant expertise that supports and challenges leaders. For parents, the practical implication is usually felt in consistent systems, well-managed change, and a clearer line of accountability.

The school’s published performance picture is anchored in GCSE outcomes. Ranked 1,145th in England and 2nd in Hereford for GCSE outcomes (FindMySchool ranking based on official data), it sits above England average, placing it comfortably within the top 25% of schools in England.

Attainment 8 is 51.7, which indicates a solid overall GCSE score profile across subjects. Progress 8 is +0.10, suggesting students make slightly above average progress from their starting points by the end of Year 11.

On the English Baccalaureate measure provided here, 25.3% of pupils achieved grade 5 or above across the EBacc, and the EBacc average point score is 4.66. These figures can reflect both cohort profile and subject entry patterns, so they are best read alongside the school’s curriculum choices and option structure.

Parents comparing local secondaries should use the FindMySchool Local Hub page to view these results side by side using the Comparison Tool, particularly for Progress 8, which is often more informative than raw attainment when cohorts differ.

The curriculum is framed as ambitious and well sequenced, with an emphasis on helping pupils learn and remember more. The inspection report points to a broadened course offer at Key Stage 4, including health and social care, hospitality and catering, and travel and tourism. The implication for families is that the school is not forcing a narrow set of GCSEs on every pupil, and is instead trying to balance breadth, relevance, and progression routes for different learners.

Languages are a notable feature. The inspection highlights four language GCSE options, French, German, Polish and Spanish, and links this breadth to high uptake. That is unusual for an 11–16 outside major urban centres and can be a real strength for linguistically inclined pupils, including those with heritage language links.

Literacy and reading are treated as a whole-school priority rather than a Year 7-only problem. The inspection describes a bespoke Year 7 reading programme for pupils who need to catch up, with an explicit aim of building fluency and confidence. That matters because secondary success is often constrained by reading stamina and vocabulary long before subject knowledge becomes the issue.

Assessment and feedback are described as increasingly consistent, especially in English and mathematics, with targeted questioning used to check understanding and help pupils know how to improve. For students, this tends to translate into clearer success criteria, less guesswork about what “good” looks like, and more predictable routines across classrooms.

As an 11–16 school, the main transition point is post-16. Families should assume that pupils will move on to sixth form or college for A-levels, T Levels, or other vocational routes, and plan early for the travel and subject mix that best fits the student’s interests.

The school’s curriculum breadth at Key Stage 4, including practical and applied options alongside a language offer, supports different next steps. A pupil taking a strong language pathway may be well positioned for A-level languages or humanities, while a pupil opting for hospitality and catering or health and social care can build a more vocational progression route with a clearer link to further education and apprenticeships.

For pupils who are highly academic, Progress 8 above zero is an encouraging sign because it suggests the school is adding value, not simply relying on prior attainment. For pupils who need structured support, the Year 7 reading catch-up programme and the emphasis on consistent checking for understanding are relevant indicators of how barriers are handled.

Admissions are competitive enough that families should treat the process as two parallel tasks, rather than one. For September 2026 entry, the Planned Admission Number is 150. Applications must be submitted through Herefordshire’s coordinated admissions system, and the school also requires its own supplementary application form, with both deadlines aligned to 31 October 2025 for this cycle.

The oversubscription criteria are explicit and faith-informed, as expected for a voluntary aided Catholic school. Priority starts with pupils with an Education, Health and Care Plan naming the school, then moves through baptised Roman Catholic looked-after and previously looked-after children, baptised Roman Catholic children more broadly, and then other priority groups including designated Catholic primary feeders, siblings, children of staff, and children of other Christian denominations (with a distinction for regular church attendance). Evidence requirements are also stated, for example baptism evidence for Catholic applicants.

Where categories are oversubscribed, distance is used, calculated via Herefordshire’s routing methodology, with a lottery as a final tie-break where distances are identical. If you are assessing prospects on distance, use the FindMySchool Map Search to check your precise distance from the school compared with typical allocation patterns, and treat any single year’s outcome as indicative rather than guaranteed.

For Herefordshire’s wider timetable, the council confirms the main application deadline of 31 October 2025, and states that outcomes for secondary transfer are notified on the national offer date of 2 March 2026. The same council guidance also notes that open days and evenings for secondary admissions usually take place in September and October.

Pastoral structures are closely linked to the school’s Catholic life, but also expressed in everyday routines and support. Pupils are described as proud of the school and confident that there is an adult to speak to, which matters as much as any formal policy when issues arise.

There is also evidence that enrichment is used as a wellbeing lever, not just a reward for the most confident. The inspection references clubs that enable pupils who require emotional support to role play while participating in games, which is a practical example of how support can be delivered through participation rather than withdrawal.

The area explicitly identified for improvement is outcomes for disadvantaged pupils, described as not as strong as for other pupils overall. For parents, this is worth discussing during a visit if your child is eligible for pupil premium or has specific barriers. The right question is not whether support exists, but how leaders are evaluating what is working, and how that shows up in classroom practice, attendance, and outcomes.

Extracurricular life has a strong structured core through the house system. The Inter House Games Day includes football, rugby, basketball, netball, hockey and newcombe, and the annual Eisteddfod is positioned as a major showcase event. This is the kind of programme that can draw in pupils who might not otherwise volunteer for clubs, because participation is organised, expected, and normalised.

Music is unusually detailed and accessible. Lunchtime clubs listed include Rockafellas (a boys’ singing group), Orchestra, Choir, String Ensemble, and a Sax and Clarinet Ensemble, with no minimum level required and an invitation to try activities early in the year. The school also describes an annual musical with rehearsals running from September to February, and cites School of Rock as a recent production. The inspection report adds further creative context by referencing a school production of Shrek with a deliberate effort to ensure different pupil groups are represented.

Faith-linked service is another pillar. The Catholic life programme includes charity activity through seasons such as Advent and Lent, with initiatives including a reverse Advent calendar collection for local community support, plus groups such as CAFOD Youth and a Youth SVP group. For pupils who respond well to purpose-driven activity, this can be a meaningful route into leadership and confidence.

Sport and wellbeing activities are also described in specific, practical terms. The inspection references boxing as supporting pupils’ emotional development, and describes pupils applying learning language even in physical education, including concepts like “progressive overload” in circuit training. That combination, sport as both participation and learning, often correlates with stronger engagement for pupils who do best with active, structured routines.

This is a state school with no tuition fees. Families should still plan for the usual secondary costs, such as uniform, trips, and optional activities.

Transport planning matters because the school draws pupils from across Herefordshire. The school describes two dedicated bus services covering the Belmont/Oval area and Whitecross, with limited places and a waiting list when oversubscribed. The published cost for the school’s bus services for 2025–26 is £988 per child for the academic year. Public transport can also work, but the school advises families to plan for route changes and have an alternative travel option.

Term dates are published on the school website and align with Herefordshire’s broader term-date pattern. Daily start and finish times are not clearly displayed in the publicly accessible version of the school-day page, so families should confirm the current timings directly with the school when planning travel or after-school commitments.

• Faith-led admissions criteria. Priority categories include baptised Roman Catholic applicants and designated Catholic primary feeders, and the school asks for evidence such as baptism documentation where relevant. This can be a strong fit for Catholic families; others should read the criteria carefully and be realistic about priority order.

• Two-part application process. For September 2026 entry, you must apply through Herefordshire and also complete the school’s supplementary form, with a stated deadline of 31 October 2025 for both. Missing one element can materially weaken an application.

• Disadvantaged outcomes are a stated improvement focus. The latest inspection identifies disadvantaged pupils’ achievement as less strong than the very high overall picture, and leaders are expected to close that gap. Families should ask how support is targeted and evaluated.

• Transport can add cost and uncertainty. Dedicated buses are available but places are limited, and the published annual cost for 2025–26 is £988 per child. Budgeting and a contingency travel plan are sensible.

A high-performing Catholic secondary with a clear identity, a well-established house culture, and a curriculum that aims for breadth rather than a narrow exam diet. Music and collective worship are structured in ways that invite participation, and the school’s behaviour culture is built around explicit expectations.

Best suited to families who value a faith-informed community, want strong GCSE outcomes within a state setting, and are prepared to engage carefully with admissions requirements and transport planning. Entry remains the main hurdle, particularly for families outside the higher priority categories.